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題名：How Can Drama as a Pedagogy Facilitate Young People’s Development of Critical Thinking Skills?
書刊名：戲劇教育與劇場研究
作者：賴恬琪
作者(外文)：Lai, Tien-chi
出版日期：2013
卷期：3
頁次：頁57-99
主題關鍵詞：戲劇教育；批判性思考；蘇格拉底問答法；Drama and theatre education；Critical thinking；Socratic inquiry
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 點閱點閱:50
以蘇格拉底（Socrates)與杜威(Dewey)對教育的哲學爲基礎，作者試圖 探索教育的真正價値，希冀建立更好的教育願景。作者主張批判性思考（critical thinking)應成爲教育的焦點，並相信戲劇和劇場可作爲教導批判性思考的媒 介，以及將人文藝術融入課程的平台。本硏究以個案硏究(case study)方式呈 現，於英國考文垂（Coventry)的一所社區小學中進行。硏究者與其它共同硏究 者一同設計教案，在同一個班級中以一週一堂課的方式，連續5週實施教學。 硏究者意欲探索戲劇在實際課堂中，對鼓勵批判性思考的功效。 硏究發現涵蓋了以下幾個重點：（1)教師入戲(Teacher-in-Role)如何影響 與鼓勵學生建立自己的論點。（2)戲劇如何引發學生多重角度的思考與形成更 開闊的思考視野。（3)情感因素如何影響批判性思考，以及（4)如何檢視學生 既有的思考模式與信念，並加以討論。
In criticizing the problems of education in Taiwan, the author of this dissertation aims to explore the true value of education, in order to develop a better vision of it Based on the philosophy of Socrates and John Dewey, the author proposes that critical thinking skills should remain the focus of education. As a previous English teacher and an MA student in drama and theatre education, the author firmly believes that drama and theatre can be used for teaching thinking skills while incorporating arts and humanities in the curriculum. Also, the thinking process learned in the drama classes can equip pupils with transferrable skills in the future. The research took the form of a case study, and was conducted in one single class in a community primary school in Coventry. The author formed a team with three other fellow researchers, who designed and conducted five drama classes all together. All the analyzed and interpreted data were collected during the five drama class sessions in that school. The research aimed to explore drama’s efficacy in terms of promoting pupils’ critical thinking skills, and the research findings centered on major issues related to the development of critical thinking through a dramatic framework. The research findings covered the following areas of inquiry. It looked into how Teacher-in-Role affects pupils’ development of their own arguments. It also investigated how drama serves as stimulus to trigger pupils’ multiple perspectives and form broader thinking patterns. In addition, the research examined affective factors arising from the dramatic framework and discussed some examples regarding how to examine pupils’ existing belief system and how to bring them to their conscious level.
期刊論文
1.Martin-Smith, A.(1996)。British conceptions of drama in education。NADIE Journal，20(1)，57-76。  new window
2.Winston, J.(200401)。Integrating drama and english: Literacy and oracy in action。English Drama Media，1，25-29。  new window
圖書
1.Boal, A.(1979)。Theatre of the Oppressed。London：Pluto。  new window
2.Abbs, P.(1994)。The education imperative。London：The Faimer Press。  new window
3.Baldwin, P.(2009)。School improvement through drama。London：Network Continuum。  new window
4.Carlson, M.(2004)。Performance。London：Routledge。  new window
5.Denscombe, M.(2010)。The good research guide。Maidenhead：Open University Press。  new window
6.Dewey, J.(1909)。How we think?。London：D.C. Heath & Company。  new window
7.Fisher, R.(2008)。Teaching thinking: Philosophical enquiry in the classroom。London：Continuum International Publishing Group。  new window
8.McGrath, J.(2002)。Naked thoughts that roam about: Reflections on Theatre 1958-2001。London：Nick Hem Books。  new window
9.Neelands, J.(2006)。Re-imaging the reflective practitioner: Towards a philosophy of critical praxis。Research Methodologies for Drama Education。Stoke-on-Trent; Sterling, VA：Trentham。  new window
10.Neelands and Dobson(2008)。Advanced drama and theatre studies。London：Hodder Education。  new window
11.Nicholson, H.(2005)。Applied drama。New York：Palgrave Macmillan。  new window
12.O’Tool(2006)。Doing drama research: Stepping into enquiry in drama, theatre and education。City East, QLD：Drama Australia。  new window
13.Sumner, W. G.(1959)。Folkways: A study of the sociological importance of usages, manners, customs, mores, and morals。New York：Dover Publications。  new window
14.Thomassen, B.(2006)。Liminality in: Harrington, A. The encyclopedia of social theory。London：Routledge。  new window
15.Wilson, M.(2006)。Storytelling and theatre。New York：Palgrave Macmillan。  new window
16.Winston, J.(2006)。Researching through case study。Research methodologies for drama education。Stoke-on-Trent, Sterling, VA：Trentham。  new window
17.Moon, J.(2008)。Critical thinking: An exploration of theory and practice。Routledge。  new window
18.O'Neill, Cecily(1995)。Drama worlds: A framework for process drama。Portsmouth, NH：Heinemann。  new window
19.Csikszentmihalyi, Mihaly(1997)。Creativity: Flow and the psychology of discovery and invention。New York：Harper Perennial。  new window
20.McPeck, John E.(1981)。Critical thinking and education。New York：St. Martin's Press。  new window
21.Lipman, Matthew(2003)。Thinking in education。Cambridge University Press。  new window
22.Brookfield, S. D.(1987)。Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting。Open University Press。  new window
23.Paul, R. W.(1993)。Critical thinking: What every person needs to survive in a rapidly changing world。Santa Rosa, CA：Foundation for Critical Thinking。  new window
24.Nussbaum, Martha C.(2010)。Not for Profit: Why Democracy Needs the Humanities。Princeton University Press。  new window
25.Freire, Paulo、Ramos, Myra Bergman(2000)。Pedagogy of the Oppressed。Continuum。  new window
26.Brookfield, S. D.、Preskill, S.(1999)。Discussion as a way of teaching: Tools and techniques for university teachers。London, UK：SRHE & Open University。  new window
圖書論文
1.Saran, Rene、Neisser, Barbara(2004)。[Enquiring minds: Socratic Dialogue in education] Introduction。Enquiring minds: Socratic Dialogue in education。Store on Trent, England：Trentham Books。  new window
 
 
 
 
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